Out with the old, chill on this new!
Should technology completely replace the foundational practices in the classroom? https://www.youtube.com/watch?v=jVj5Nhq50cs There is a certain dynamic to learning in today’s...
Adeyosola Nwangwu is a Mathematics Teacher with expertise in the British, American, and Nigerian curricula for junior and senior secondary schools and has worked with schools in Lagos and Abuja. She is a curriculum and policy enthusiast whose passion for learning about best practices to implement and improve education in Nigeria has led her to Japan. She recently graduated from the Teachers' Training program at the University of Tsukuba, Japan, where she conducted research on the mitigation of learning loss due to the pandemic and is looking forward to furthering her research on related issues, and was also the president of the Association of African Student(AASUT) at the university. She obtained her first degree in Educational Management from the University of Ibadan, Nigeria, and is a member of the Teachers Registration Council of Nigeria. She has worked with teams from South Africa, the UK, and Canada on curriculum mapping and teaching mathematics throughout the span of her teaching career. She is currently the lead teacher at thelessonteacher.com.ng, a private outfit that provides tutoring services for learners of Math, English, and the Sciences in Nigeria and beyond since 2016.
louiesek94@gmail.com
Should technology completely replace the foundational practices in the classroom? https://www.youtube.com/watch?v=jVj5Nhq50cs There is a certain dynamic to learning in today’s...
The Sand in our Garri - The real issue with our curriculum. The current curriculum is not the highest quality...
The Nigerian curriculum is very fit for the Nigerian child. Is it old and archaic? I beg to differ. Why?...
It's been three years since the epochal lockdown and as much as there have been claims that everything is back...
Now that we have found ourselves here, what can we do to get back on course? But before I try...
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